Clark_Chuck_Week 1 - Compare and Contrast Two Types of Presentation Styles

Bill Gates

If you did not know it was Bill Gates you would figure that this presenter is a beginner. He is relaxed, soft spoken, laid back, and comical. His body language tells me that he is board and is annoyed. If you are going to say that you are excited to be telling you about this then your body has to be excited too.When Bill is talking about goals his body language is making it hard to believe the goals will ever be obtained. Should control nervous ticks. With Bill Gates the word um comes up quite a bit in the speech and he stumbles over words sometimes repeating them. His voice is almost monotone and lacks emotion. The slides are full of information that is cluttered and don’t effectively communicate the message because they are on one slide. Failing a presentation means leaving your audience with little or no recollection of bullet points, and to change Bill Gates presentation around he would have to put as many bullet slides as he possibly can. Presenters must reach out and make an emotional connection with the audience.

Steve Jobs

Watching Steve Jobs give a presentation is inspiring. Steve does several things to communicate the message to the listener. He makes the presentation feel good and exciting. He uses a tag line. A headline that introduces what the presentation is about. He then gives a quick outline while going into the message. Steve makes it easy for the listener to follow along. His transitions are smooth and you know when Steve is done and ready to move on. He opens and closes each transition. Steve is excited and passionate. He wants to wow the audience by using exciting emotional words. He shows that he is having fun and likes to sell the experience. When Steve uses numbers he always makes them relevant. Steve’s slides are appealing and they drive the point home. The slides are not cluttered, but rather paint a picture. He uses maybe one or two visuals per slides and very limited words. He treats it like a show, using video clips or guests, drama to point to the one memorial moment. Then after concluding he adds something else to the presentation to give the feeling like the audience received a bonus.

bp8_20091024_week3_bloggingandresearch_web2.0_woopid

Teachers and students will appreciate this site for the wealth of information that it contains. Many tutorials are here, movie, calendar, and software are just some of the items you can search for then watch a how to video. If you don't find what you are looking for there is a section that you can post a request. 998 videos for mac alone. Its worth checking out.

bp_7_20091014_researchandblogging_web2.0tools_xtranorma

Xtranormal is a fun way to take an essay and turn it into a video. Presentation is fun with xtranormal.com. Writing from experience our class took a paper on George Washington Carver and turned into a feature movie. We brought in popcorn and laughed at the way the characters portrayed the story. Simply cut and paste text into the dialogue box, then edit with transitions. Options to pick the setting is available.

bp6_week3_researchandblogging_web2.0_Kaltura

This site is basically a video building collaboration site that incorporate flash. Any number of contributers can edit video here. I see this to be useful in the classroom as each student will take a part of a project and compete by adding to the video creating one larger project. I admire the possibility that learning theories can be incorporated through out creating video. Woring with groups adds to the experience.

bp5_20091012_week3_research_web2.0_classtool

Classtools provides the teacher withe templates to create tests, quizzes, timelines, and flash-cards. The tools I have used were the timeline and the venn diagram. My students loved working with the program. I found it to be valuable to learning because it drawn the attention to the subjects we studied. I also found that information is organized by the students in a way they could retain easier. Check this one out it is a nice one.

bp2_200918_clark_chuck_anti-teaching

Its not about me. Yes the research has me in the center of the project. Through the research I can gain the knowledge to make the change. My question is do I have the motivation to live outside the box? Multiple Intelligence Theory suggests everyone has the ability to learn if the material is presented in a way that is obtainable. Brain Base Education poses the brain is connected and learning is chunked in many different areas of the brain. By designing a Personal Learning Environment (PLE) that engages those areas we can ensure a better, wider, and in depth learning experience. Creating the motivation for the learner to keep returning to learn. The ease of learning emerging Web2.0 applications will lower the frustration of the first time using the application. In some retro spec, the running of the application will become second nature to the leaner and seemingly the operation of the application disappears in respect to the object or skill the learner is engaging to acquire. I say its not about me but what engages the learner to keep coming back to learning. I cans see that technology frees the mind to explorer and even be an extension of the imagination. The imagination that can dream and create along with the skill and wisdom gained in the 21st century school. Technology is the catalysis to a future of higher retention rates, better understanding, and greater learning experience.

BP11_20091018_Week3-Researcing_and_Blogging_about_web2.0_SlideShare.net

I do a lot of presentations using Powerpoint and Keynote. It would be nice to retrieve them from a website. SlideShare.net is a site where people can upload their presentations. People that want a copy can go and download them. Also people share their presentations with others. According to the article by Travel Geographer, “This site is the Youtube of Powerpoint presentations.” (Geographer2007) A variety of presentations are available for anyone to look at if you are willing to dig for them. I would like my students to use this site in viewing my presentations for classes. They don’t have to download them they can be viewed from the website. I see this as a valuable tool when a presentation is made then it can be used over again with out losing it on your hard drive. The worry is that if one goes to use the presentation from the website you have to have Internet access and that access goes out before your presentation starts. Rests assure it will can be downloaded and saved on the hard drive.

BP9_20091014_Week 2 - Reflective Media Asset Snowbird

BP10_20091014_Week 2 - Flickr_lessonplan

Lesson Plan: Ekaterina Tolstova

Title: We can do everything

Level: elementary

Content Area: verbs

Time Frame: 2 lessons + 1 lesson

Learning Outcomes: learners study new verbs and use them in sentences.

Procedures (tasks):

The first two lessons

Steps of the lessons Time Activity Link

Learning new words

Run, jump, sing, dance,

play, swim, read, write

In groups

10

min

Learners look for pictures. They type the

words in the “search window” and try to

guess the meaning of these verbs.

http://www.flickr.co

m/

For example:

http://www.flickr.co

m/search/?q=run

The students learn new

words with the teacher

All class

10

min

The teacher shows slides, pronounces

the words adds some new verbs. The

learners repeat and try to remember

them.

http://www.pimpam

pum.net/phrasr/?id=

15518 (this is made

by me)

http://www.pimpamp

um.net/phrasr/?id=15

400 (I have found

this)

Playing vocabulary

games

Individually

10

min

In order to revise and learn the verbs the

students do some activities on the

internet.

The set of verbs: cook, clean, drink, eat,

cry, write, sing, dance, read.

Children can play 2-3 variants of games

with these verbs.

http://www.manythi

ngs.org/lulu/j3.html

#

Learning the structure

“I can…”

All class

10

min

The teacher shows slides. Learners guess

the meaning of the structure “I can”,

“We can”.

http://www.pimpam

pum.net/bubblr/?id=

14694

http://www.dvolver.c

om/live/movies-

238832

Doing slide shows

Individually / In groups

20

min

The learners do their own slide shows to

the verbs.

They are to type the verbs they want,

choose the picture they like.

The teacher helps while the children

working.

http://www.pimpam

pum.net/phrasr/

Using the verbs

Commenting slide

shows

15

min

The groups show their slides and tell the

class what they can do.

Assessment/Reflection 5 min The class chooses the most funny /

interesting slide show.

Home task

Individually / In groups

The students make photos of their own

which illustrate what the children can

do. Then they upload photos on Flickr.

tagging the photos “wecando” or by

their names. The children think of the

captions to the photos.

One week later

1. The students make slide shows with speech bubbles on

http://www.pimpampum.net/bubblr// they can write sentences in the bubbles about

themselves. Working on this site is very simple, so the children will cope with the task.

2. Or the learners can make simple cartoons to the topic at

http://www.dvolver.com/live/moviemaker.html

BP_20091012_Week 1-4: Setting up your iGoogle Home Page

BP_20091012_Week 1-4: Setting up your iGoogle Home Page

BP20091012_Week 1-4: Setting up your iGoogle Home Page

BP_20091012_Week 1-4: Setting up your iGoogle Home Page

BP4_20091011_Week 2 - Activity - Social Bookmarking

Imagine the power of being able not only to gather, but also to share research reports with your school. (Harris2009) The power of retrieving and sharing information is at the drive of social bookmarking. Clearly, a new area of information management is here. Educators can post websites for students to research. Students can post sites for other students to look at. groups of students doing a classroom project sharing their bookmarks, a teacher subscribed to their rss feed to see the direction of their research.(Hack2007) Sharing research, peer evaluation of the sites used in research and tracking websites used during a lecture to review after the lecture is done. Many more applications and uses that we as educators have not thought of can be found in social book marking. One which i feel benefits educators would be a site tagged for the districts elementary teachers for example and resource websites can be shared district wide. Principles can retrieve information without asking the teacher by looking up a website. Databases can be bookmarked in del.icio.us with tags assigned based on the guides in which each database should appear. That way, if the URL of the database changes, you only have to edit the del.icio.us entry. If you can create permalinks to individual item records in your catalog, you could also bookmark cataloged items.(Farkas2008)

Referneces:

Harris, Christopher (Feb2009); What’s Next for Social Bookmarking? School Library Journal volume 55 Issue 2, pp14-14, ISBN 03628930 Retrived from URL http://search.ebscohost.com/login.aspx? direct=true&db=ulh&AN=36426930&site=src-live

What is Social Bookmarking Teaching Hacks.com 28 May 2007 Ideas Around Social Bookmarking

Farkas, Meredith Isn't It Del.icio.us? American Libraries; Apr2008, Vol. 39 Issue 4, p32-32, http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=31557335&site=src-livelivepage.apple.com

BP3_104_Week 1 - Setting up your Google Reade

For my Google Reader sites I choose those with information on how to implement technology in the classroom. I liked the popularity of Emagazine. It has over a thousand subscribers and I have read articles that were inspiring and useful.

BP1_104_Week 1 - Setting up your Blogger

I recently read an article Blogging in the Academy by

Shane Nackerud, and Kurtis Scaletta, a study to determine how and how much blogging is used in the classroom. The information found in the study shows that when blogging is used in a way to communicate information to students like assignments, or to open up discussions on topics then the vary nature of blogging is compromised. The nature of blogging according to the article, is experimental writing instead of guided and structured writing. Using blogging however had benefits in public writing and social interaction however, the blogging was stipulated as a journal or weblog.

Reference:

Nackerud, S., & Scaletta, K. (2008). Blogging in the academy. New Directions for Student Services, (124), 71-87. http://search.ebscohost.com, doi:10.1002/ss.296